Aims And Values In Primary Education England And Other-Books Pdf

Aims and values in primary education England and other
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PRIMARY REVIEW INTERIM REPORTS,AIMS AND VALUES,IN PRIMARY EDUCATION. ENGLAND AND OTHER COUNTRIES,Primary Review Research Survey 1 2. Maha Shuayb and Sharon O Donnell, This is one of a series of 32 interim reports from the Primary Review an independent enquiry into the condition. and future of primary education in England The Review was launched in October 2006 and will publish its final. report in late 2008, The Primary Review supported by Esm e Fairbairn Foundation is based at the University of Cambridge Faculty. of Education and directed by Robin Alexander, A briefing which summarises key issues from this report has also been published The report and briefing are.
available electronically at the Primary Review website www primaryreview org uk The website also contains. Information about other reports in this series and about the Primary Review as a whole Note that minor. amendments may be made to the electronic version of reports after the hard copies have been printed. We want this report to contribute to the debate about English primary education so we would welcome readers. comments on anything it contains Please write to evidence primaryreview org uk. The report forms part of the Review s research survey strand which consists of thirty specially commissioned. surveys of published research and other evidence relating to the Review s ten themes The themes and reports. are listed in Appendices 1 and 3, The theme this survey relates to Primary Review theme 1 Purposes and Values. The authors Maha Shuayb is a Research Officer in the Research Evaluation and Information Department. REID of the National Foundation for Educational Research NFER Sharon O Donnell is Principal Information. Officer and Head of the International Information Unit at NFER. Suggested citation Shuayb M and O Donnell S 2008 Aims and Values in Primary Education England and. other countries Primary Review Research Survey 1 2 Cambridge University of Cambridge Faculty of. Published January 2008 by The Primary Review,University of Cambridge Faculty of Education. 184 Hills Road Cambridge CB2 8PQ UK,Copyright 2008 The University of Cambridge. All rights reserved, The views expressed in this publication are those of the authors They do not necessarily reflect the. opinions of the Primary Review Esm e Fairbairn Foundation or the University of Cambridge. British Library Cataloguing in Publication Data, A catalogue record for this publication is available from the British Library.
ISBN 978 1 906478 13 1,AIMS AND VALUES IN PRIMARY EDUCATION. ENGLAND AND OTHER COUNTRIES,1 1 Background, This survey compares the stated aims purposes and values of primary education in England. with those of five other countries Scotland Germany New Zealand Sweden and the. Netherlands drawing on historical as well as contemporary sources It covers the period. from 1965 to December 2006 and in so doing addresses the following questions. what are the aims and values of primary education and. how have they changed over time, The survey defines primary education as the first phase of compulsory education. comparable with key stages 1 and 2 of the system in England ages four five to eleven. 1 2 Strategy and methods, The survey comprises an exploratory predominantly descriptive chronological review of. literature on the stated purposes values and priorities of primary education in England and. Scotland for the UK Germany the Netherlands New Zealand and Sweden It draws. mainly on policy documents key legislation curriculum guidelines policy guidance and. policy reviews and statements Sources are placed in a historical perspective going back to. the time of the publication in 1967 of the Plowden Report in England DES 1967. The survey reviews policy documents which were available to the research team as part of. the documentary collection kept for the Eurydice at NFER 1 and INCA projects 2 and. available or accessible via the Eurydice Network or INCA databases The review was further. informed by some broader international comparative literature and commentaries on the. aims purposes and values of primary education A full list of references and websites. consulted is attached,1 3 The survey limitations, As this review of the aims purposes and values of primary education in the six selected.
countries covers documents available in English only the authors are unable to make all. encompassing conclusions It is also of note that few of the policy documents analysed and. reviewed limited themselves to explicit statements of the aims purposes and goals for. 1 Eurydice at NFER is the Eurydice Unit for England Wales and Northern Ireland in the Eurydice. Network Eurydice is the information network on education in Europe Sharon O Donnell who assisted. Maha Shuayb in the compilation of this report is the Head of the Eurydice Unit for England Wales and. Northern Ireland, 2 INCA is the International Review of Curriculum and Assessment Frameworks Internet Archive It. provides a regularly updated online source of information on curriculum assessment and initial teacher. training frameworks in 20 countries The project is funded by the Qualifications and Curriculum. Authority QCA and the Training and Development Agency for Schools TDA It is managed and. updated by the International Information Unit at the NFER Sharon O Donnell who assisted Maha. Shuayb in the compilation of this report is the Project Leader for INCA at the NFER. primary education Consequently the authors analysed a range of documentation drawing. out the key points of reference relevant to the primary phase. 2 Summary of the findings, In the last 40 years primary education in England and the other countries of the study has. witnessed considerable change and in some cases restructuring Despite a large number of. initiatives and system changes the aims purposes values and priorities of primary. education have continued during the period to be shaped by two main influences or. theories The first put forward by advocates of a child centred and progressive education 3. calls for a flexible and autonomous system of primary education Boyce 1946 Marshall 1963. Schiller 1972 March 1970 Armstrong 1980 Rowland 1984 the second driven more by a. country s political and socio economic goals emphasises centralisation and standardisation. 2 1 Aims purposes and values in primary education 1960 to 1979. Education during the sixties fell under the influence of humanist and child centred. philosophies In England a child centred ethos was strongly manifested in the Plowden. Report DES 1967 which advocated holistic and rounded education care for children s. diverse needs and individualisation, In Scotland the influence of the child centred philosophy was demonstrated in the. publication of The Primary Memorandum SED 1965 which set out a curriculum for the. primary school designed to accommodate the interests of children of a wide range of abilities. and interests, However attempts to implement these theories in primary education in England and. Scotland proved challenging In England the escalating debate between advocates of child. centeredness and those on the side of educational conservatism resulted in the publication of. contradictory policy documents including The Black Paper DES 1978a for example. disputing the principles of Plowden In New Zealand and Germany attempts to shift. education towards a more child centred approach were even less successful than in England. and Scotland and the two countries continued to exercise a teacher centred system. Perhaps the most significant effect of the child centred approach expressed in the aims. values and purposes of education during this period was in the changing attitudes towards. ethnic minority pupils and pupils with special educational needs This resulted in a range of. legislation and policy documents in England published during the seventies which related. specifically to the needs of bilingual ethnic minority or handicapped children This. movement was echoed in the education systems of the Netherlands Scotland and Sweden. although the extent to which the values were applied varied between countries. Towards the end of the period child centred education philosophies attracted considerable. criticism being deemed difficult to assess and a hindrance to economic growth. 2 2 Aims purposes and values in primary education the 1980s. During the eighties two main trends were identified in the majority of the countries. surveyed budgets allocated to education increased and governments sought increased. 3 While in extreme forms child centred and progressive education have sometimes been separated in the. opinion of Dewey Dewey 1916 the two are regarded as being necessarily related to each other. control over education Education began to reflect governments political social and. economic agendas These factors contributed to the increasing centralisation and. standardisation of education particularly in England which by the end of the decade was. described by some critics as one of the most centralised and undemocratic education systems. in the western world, This increased governmental control over education had a significant impact on the aims.
purposes and values of primary education Whilst some countries continued with or began. to adopt child centred aims and values others focused on the economic outcomes of the. educational process In the Netherlands for example major restructuring of primary. education took place in 1985 with the implementation of the Primary Education Act 1981. known as WBO Netherlands Statutes 1981 This stipulated that the main goal of primary. education should be to provide a child centred education and cater for pupils emotional. social and cognitive needs, In contrast to the Netherlands other countries including England Germany and Scotland. became more concerned with the potential economic impact of education This was partly. due to the economic recession following the oil crisis of the seventies England for example. introduced its first National Curriculum which although this lacked explicit aims and values. statements focused clearly on raising pupils academic achievement in literacy numeracy. and science The National Curriculum also emphasised the role of education from the. earliest phases in preparing the next generation for a flexible job market whilst. acknowledging education s role in ensuring the spiritual cultural and physical development. of children, With similar regard to the role of education in preparing pupils for their contribution to. society as a whole it was during this same period that Sweden introduced the teaching of. citizenship as one of the aims of primary education In Scotland although The Scottish Action. Plan published in 1983 SED 1983 adopted child centred values it also focused on the. economic impact of the educational process Hartley 1987 In Germany attempts to. modernise education and implement a more child centred ethos were abandoned during the. 1980s as neo conservative values 4 continued to dominate the aims of the education system. Similar to the changes in attitudes towards ethnic minority and disabled students which. began in England during the seventies in the eighties the education systems in Sweden and. New Zealand began to highlight the need to cater for these groups In Sweden the Skollagen. Education Act SFS 1985 1100 Sweden Statutes 1985 emphasised access to education. freedom of belief and gender equality Whilst in New Zealand a comprehensive review of. the curriculum recommended a more equitable curriculum particularly for those who had. previously been disadvantaged including girls multi ethnic groups and students with. special needs, 2 3 Aims purposes and values in primary education the 1990s. The aims purposes and values of primary education during the nineties focused on the. restructuring and reorganisation of primary education and the introduction of school. 4 Neo conservativism represented a return to a traditional point of view in contrast to the more liberal or. radical schools of thought of the 1960s It advocated the preservation of the best in society and opposed. radical changes, inspection in some of the survey countries Emphasis on raising standards in literacy. numeracy and science persisted whilst the rise of the importance of citizenship education. also featured in most review countries during this period. In England the new curriculum published in 1999 QCA 1999a included for the first time. an explicit statement of aims values and purposes These were dominated by the. Government s desire to raise pupil performance in literacy numeracy and science but also. reflected the aim of promoting pupils spiritual moral social cultural and physical growth. and preparing pupils for the opportunities responsibilities and experiences of life The. explicit statement of values QCA 1999b focused on the self relationships society and the. environment, In Scotland new guidelines for the curriculum for pupils aged five to fourteen published in.
1993 SOED 1993 aimed to develop pupils literacy numeracy and science skills at the. same time as their abilities to communicate express feelings and ideas think critically solve. problems and live healthily, Sweden too introduced a new curriculum for compulsory phase education in 1994 Sweden. Ministry of Education and Science 1994 This focused on subject attainment in areas. 2 3 Aims purposes and values in primary education the 1990s The aims purposes and values of primary education during the nineties focused on the restructuring and reorganisation of primary education and the introduction of school 4 Neo conservativism represented a return to a traditional point of view in contrast to the more liberal or

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